according to Colnerud, G . (1997). In Ethical conflicts in teaching . Teaching and Teacher Education, 13(6), 627e635. the assumption that there are moral and ethical conflicts in the teaching profession, I want to bring up a question to discuss which is included in this article called Ethical and Moral matters in teaching and teachers education, the questions is What professional ethical conflicts do teachers experience and deal with in their work?
Available at: http://media.journals.elsevier.com/content/files/s0742051x10001587-04220948.pdf
I think that the ethical conflicts that we as teachers experience in schools are many, even, there are so many that we get to get used to and live with them. That is, we have so many tasks and activities to do (prepare class, qualify a large number of students, provide reports, field journals, identify students with difficulties) that in many instances we let these ethical problems go by long to take care of our duties. Precisely that is primordial point. When we allow these ethical problems to subside, they are slowly being transformed to the point where we do not identify them, become accustomed and become dependent on them, causing our freedom as individuals to be lost. Our way of thinking and acting are contaminated by the educational system, our ideas are no longer important and we have to learn to think like others want us to think. We become unaware of the slaves of the system which limits our thinking to (teach classes, meet schedules and fill all required credits on time). All these repressions of our freedom as teachers are reflected in the students, we fill them with a lot of information but we do not allow them to express themselves well to agree or disagree. As Zuleta said, in many occasions teachers castrate the critical thinking of students at an early age.
ResponderEliminarTaking into account our experiences and the knowledge that we have been laerning about what is ethical and how we can assume this perspective in our real practices. One of the main ethical problems that I have always seen in the places where I have had the opportunity to work, Is the traditional teaching system, where the teacher gives everything to the students without deserving it, and when one arrives new with a vision of what the teaching and learning process is and how it should be guided and stated, we will always find an obstacle in the Way, and in some cases is on the part of the students, but most of the time are from our own colleagues, in that sense of ideas we will find someone who is going to critize our educative practices, and from that point of view they will see a great difference between our pedagogical practices compared with their pedagogical practices; And from that moment we are going to be pointed out by them, because they are going to feel that their traditional pedagogical practices are no longer as effective as they used to be. That is why my friend Julian We as teachers innovators, we have to change that sad reality in schools no matter how we are criticized or we think we are unethical because we are not with our colleagues in the same pages that they want us to be.
ResponderEliminarWell my friend, I would not affirm that "the traditional teaching system" is a matter of ethical issue... I consider that what is really unethical is the negative attitude that some teachers have through changes... Our world is changing everyday and so our teaching strategies, resources and evaluations should... However, I have also faced the fact that, as you exposed, some teachers are still not in the mood to change their traditional old-fashioned way of teaching, and the only ones that get disappointed or not motivated to learn English because of that is our students... I wish that in an ideal world ALL teachers feel the motivation to keep themselves studying and researching to try new things in classes...
EliminarAs teachers we are currently facing not only the student, but all of its environment, it seems that our ethical considerations go beyond what we are signing in the contract, with more consideration in our duties than our rights. Taking into a count this statement is important to be realistic and to know to what extent we can intervene without damaging our physical and mental integrity as it poses (Darling Hammond, 2001; Nieto, 2005; Escudero, 2006a), arguing that the umbrella under discussion , to determine and claim duties and rights has to be the widely proclaimed and well-justified recognition of education as an essential right that must be guaranteed to all people by imperatives of humanity, justice and democracy.
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